Öz
Common use of Social media by students resulted in extensive research on how to use social
media platforms, especially Facebook the most widespread of them, in teaching and
learning. While a smaller portion of these researches focused on its effect on academic
achievement directly, they generally stressed on social media platforms‟ ability of raising
student interest and motivation. Purpose of this study is to determine effect of Facebook
supported instruction on 4th grade elementary students‟ learning of Social Studies subjects.
The study has been conducted by participation of 4th grade students of an inner-city
elementary school managed by Provincial Directorate for National Education of Mugla in
2012-2013 academic years. A total of 32 students participated in the study. 15 of those
students were in the experimental group while 17 of them were in the control group. In the
study an academic achievement test consisting of 20 items has been used. Each item had a
4-alternative multiple choice question. Application span of the study was limited with 4
weeks. At the end of the study it has been determined that students in the experimental
group who received educational support via Facebook demonstrate a significant difference
in compare to the control group. Evaluation of the findings confirms the result that students
in the experimental group more successful than students in the control group.
Anahtar Kelimeler
Facebook Social Studies Academic Achievement Elementary School Nature
Kaynakça
- Anderson, C. A. and Dill, K. E. (2000).Video games and aggressive thoughts, feelings and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78 (4), 772-790.
- Aydın, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106.
- Backer, E. (2010). Using smartphones and Facebook in a majorassessment: the student experience. e-Journal of Business Education & Scholarship of Teaching, 4(1), 19-31.
- Ballard, M. E. and Lineberger, R. (1999). Video game violence and confederate gender: Effects on reward and punishment given by college males. Sex Roles, 41, 541-548.
- Cain, J. and Policastri, A. (2011). Using Facebook as an Informal Learning Environment. American Journal of Pharmaceutical Education, 75(10), 1-8.
- Cheung, R. and Vogel, D. (2011). Can Facebook Enhance the Communications between Teachers and Students? The International Journal of Learning, 17(11), 385-397.
- Çoklar, A. N. (2012). Evaluations of Students on Facebook as an Educational Environment. Turkish Online Journal of Qualitative Inquiry, 3(2), 42-53.
- Fewkes, A. M. and McCabe, M. (2012). Facebook: Learning Tool or Distraction? Journal of Digital Learning in Teacher Education, 28(3), 92-98.
- Funk, J. B. and Buchman, D. D. (1996). Playing violent video and computer games and adolescent self-concept , Journal of Communication, 46(2), 19-32.
- Green, T. and Bailey, B. (2010). Academic uses of Facebook: Endless possibilities or endless perils? Observations of Technology Integration and Application, 54(3), 20-22.
- Irwin, J., Ball, L. , Desbrow, B. and Leveritt, B. (2012). Students‟ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221-1237.
- Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198.
- Kartal, O. Y. (2007). Ortaöğretim 10. Sınıf Örgencilerinin Televizyon Dizilerindeki Mesajları Algılamalarında Medya Okuryazarlığının Etkisi, Yayınlanmamış Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale
- Krischner, P.A. and Karpinsy, A.C. (2010). Facebook® and academic performance. Computers in Human Behavior,26(6), 1237-1245.
- Lam, L. (2012). An innovative research on the usage of Facebook in the higher e,ducation context of Hong Kong. Electronic Journal of e-Learning, 10(4), 378-386.
- Lim, T. (2010). The use of Facebook for online discussions among distance learners. Turkish Online Journal of Distance Education, 11(4), 72-81.
- Llorens, F. and Capdeferro, N. (2011). Facebook‟s potential for collaborative e-learning. Revista de Universidad y Sociedad del Conocimiento, 8(2), 197-210.
- Malita, L. (2011). Can we use Facebook lıke a teaching and learning tool? Journal Plus Education, 7(1), 101-109.
- McCarty, J. (2012). International design collaboration and mentoring for tertiary students through Facebook. Australasian Journal of Educational Technology, 28(5), 755-775.
- Omar, H., Embi, M.A. and Yunus, M.M. (2012). ESL learners‟ interaction in an online discussion via Facebook. Asian Social Science, 8(11), 67-74.
- Paul, J.A. , Baker, H. M. and Cochran, J. D. (2012). Effect of online social networking on student academic performance. Computers in Human Behavior, 28(6), 2117-2127.
- Pilgrim, J. and Bledsoe, C. (2011). Learning through Facebook: a potential tool for educators. Delta Kappa Gamma Bulletin, 78(1), 38-42.
- Reid, J. (2011). “We don‟t Twitter, we Facebook”: An alternative pedagogical space that enables critical practices in relation to writing. English Teaching: Practice and Critique 10(1), 58-80.
- Rouis, S. , Limayem, M. and Salehi-Sangari, E. (2011). Impact of Facebook usage on students‟ academic achievement: role of self-regulation and trust. Electronic Journal of Research in Educational Psychology, 9(3), 961-994.
- Sidekli, S. (2013). Media literacy: experiences of 6th 7th and 8th graders. International Journal of Academic Research Part B; 5(1), 143-159.
- Teclehaimanot, B. and Hickman, T. (2011). Student-Teacher Interaction on Facebook: What Students Find Appropriate. TechTrends, 55(3), 19-30.
- http://www.statisticbrain.com/facebook-statistics, 02.01.2012 tarihinde indirilmiştir.
Öz
Sosyal medyanın öğrenciler tarafından yaygın olarak kullanımı, sosyal medya platformlarının ve özellikle bunların en yaygını olan Facebook‟un eğitim-öğretimde ne şekilde kullanılabileceğine ilişkin yoğun araştırmalara yol açmıştır. Bu çalışmaların az bir bölümü doğrudan akademik başarı üzerine etkisine odaklanmış, büyük bir bölümü ise ilgi ve motivasyonu artırabilme özelliğini ele almıştır. Bu araştırmanın amacı ilkokul dördüncü sınıf öğrencilerinin Sosyal Bilgiler konularını öğrenmede Facebook destekli öğretimin etkisini belirlemektir. Bu çalışma 2012-2013 Eğitim – Öğretim yılı bahar döneminde Muğla İl Milli Eğitim Müdürlüğü‟ne bağlı bir merkez ilköğretim okulunda 4. Sınıf öğrencileri ile yapılmıştır. Araştırmaya toplam 32 öğrenci katılmıştır. Bunlardan 15‟i deney grubu, 17‟si ise kontrol grubudur. Araştırmada 4 seçenekli çoktan seçmeli 20 maddeden oluşan akademik başarı testi kullanılmıştır. Araştırmada uygulama süreci 4 hafta ile sınırlandırılmıştır. Araştırma sonucunda Facebook üzerinden destek eğitimi yapılan deney grubundaki öğrencilerin kontrol grubuna göre anlamlı bir farklılık gösterdiği belirlenmiştir. Elde edilen bulgulara göre deney grubundaki öğrencilerin daha başarılı olduğu sonucuna varılmıştır
Anahtar Kelimeler
Facebook Sosyal Bilgiler Akademik Başarı İlkokul Doğa Doğal Afetler
Kaynakça
- Anderson, C. A. and Dill, K. E. (2000).Video games and aggressive thoughts, feelings and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78 (4), 772-790.
- Aydın, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106.
- Backer, E. (2010). Using smartphones and Facebook in a majorassessment: the student experience. e-Journal of Business Education & Scholarship of Teaching, 4(1), 19-31.
- Ballard, M. E. and Lineberger, R. (1999). Video game violence and confederate gender: Effects on reward and punishment given by college males. Sex Roles, 41, 541-548.
- Cain, J. and Policastri, A. (2011). Using Facebook as an Informal Learning Environment. American Journal of Pharmaceutical Education, 75(10), 1-8.
- Cheung, R. and Vogel, D. (2011). Can Facebook Enhance the Communications between Teachers and Students? The International Journal of Learning, 17(11), 385-397.
- Çoklar, A. N. (2012). Evaluations of Students on Facebook as an Educational Environment. Turkish Online Journal of Qualitative Inquiry, 3(2), 42-53.
- Fewkes, A. M. and McCabe, M. (2012). Facebook: Learning Tool or Distraction? Journal of Digital Learning in Teacher Education, 28(3), 92-98.
- Funk, J. B. and Buchman, D. D. (1996). Playing violent video and computer games and adolescent self-concept , Journal of Communication, 46(2), 19-32.
- Green, T. and Bailey, B. (2010). Academic uses of Facebook: Endless possibilities or endless perils? Observations of Technology Integration and Application, 54(3), 20-22.
- Irwin, J., Ball, L. , Desbrow, B. and Leveritt, B. (2012). Students‟ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221-1237.
- Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198.
- Kartal, O. Y. (2007). Ortaöğretim 10. Sınıf Örgencilerinin Televizyon Dizilerindeki Mesajları Algılamalarında Medya Okuryazarlığının Etkisi, Yayınlanmamış Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale
- Krischner, P.A. and Karpinsy, A.C. (2010). Facebook® and academic performance. Computers in Human Behavior,26(6), 1237-1245.
- Lam, L. (2012). An innovative research on the usage of Facebook in the higher e,ducation context of Hong Kong. Electronic Journal of e-Learning, 10(4), 378-386.
- Lim, T. (2010). The use of Facebook for online discussions among distance learners. Turkish Online Journal of Distance Education, 11(4), 72-81.
- Llorens, F. and Capdeferro, N. (2011). Facebook‟s potential for collaborative e-learning. Revista de Universidad y Sociedad del Conocimiento, 8(2), 197-210.
- Malita, L. (2011). Can we use Facebook lıke a teaching and learning tool? Journal Plus Education, 7(1), 101-109.
- McCarty, J. (2012). International design collaboration and mentoring for tertiary students through Facebook. Australasian Journal of Educational Technology, 28(5), 755-775.
- Omar, H., Embi, M.A. and Yunus, M.M. (2012). ESL learners‟ interaction in an online discussion via Facebook. Asian Social Science, 8(11), 67-74.
- Paul, J.A. , Baker, H. M. and Cochran, J. D. (2012). Effect of online social networking on student academic performance. Computers in Human Behavior, 28(6), 2117-2127.
- Pilgrim, J. and Bledsoe, C. (2011). Learning through Facebook: a potential tool for educators. Delta Kappa Gamma Bulletin, 78(1), 38-42.
- Reid, J. (2011). “We don‟t Twitter, we Facebook”: An alternative pedagogical space that enables critical practices in relation to writing. English Teaching: Practice and Critique 10(1), 58-80.
- Rouis, S. , Limayem, M. and Salehi-Sangari, E. (2011). Impact of Facebook usage on students‟ academic achievement: role of self-regulation and trust. Electronic Journal of Research in Educational Psychology, 9(3), 961-994.
- Sidekli, S. (2013). Media literacy: experiences of 6th 7th and 8th graders. International Journal of Academic Research Part B; 5(1), 143-159.
- Teclehaimanot, B. and Hickman, T. (2011). Student-Teacher Interaction on Facebook: What Students Find Appropriate. TechTrends, 55(3), 19-30.
- http://www.statisticbrain.com/facebook-statistics, 02.01.2012 tarihinde indirilmiştir.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 19 Mart 2016 |
| Yayımlandığı Sayı | Yıl 2013Cilt: 2 Sayı: 2 |
e-ISSN: 2147-1606